1. HSTW Ideal Implementation
Using the FRAMEWORK to fit your school’s needs.

2. Framework – Not Model Key Practices provide schools with options
HSTW
Framework – Not Model
Key Practices provide schools with options
Key indicators provide schools with important data
Network of sharing a key to learning
Constantly learning – Small Learning Communities

3. Ideal Implementation Chart
HSTW
Ideal Implementation Chart
Developed by Consultants
Made for the ideal setting
Four key areas: Structure, Instruction, Support and Leadership
Plan – Do – Check Format

4. Final Word Protocol Structured discussion
HSTW
Final Word Protocol
Structured discussion
Person with most recent birthday is first presenter
Person with next birthday is facilitator/timekeeper

5. HSTW
The Final Word
Beginning speaker. Begin the process by selecting one of the aspects of the article that he or she found of interest and directing others in the group to the idea. For up to two minutes, this first speaker talks about this idea. Others in the group listen without talking.
When the first person is finished (or when time is called) the person to the left has one minute to talk about this same idea—building on ideas proposed by the first speaker. In turn, each member of the group will speak for up to one minute on the same topic. Others in the group listen as each member speaks.
When all have had a chance to speak, the original speaker has one more minute to speak; to give “the final word.”
Repeat the process with the next speaker.

6. Large Group Discussion
HSTW
Large Group Discussion
Big Ideas
Can this help in your school?
Final Word?
SLC Rubric

7. Coaching in Schools Coaching from inside a school:
HSTW
Coaching in Schools
Coaching from inside a school:
Less about directing and more about providing frameworks for discussions
Less about providing professional learning and more about following up professional development
Good coaches get teachers to
Have the tough discussions in an organized manner
Discuss strategies learned in professional development to ensure implementation.
Less GRITCHING and more deciding!

8. Instructional Review Session on Tuesday Part of TAVs
HSTW
Instructional Review
Session on Tuesday
Part of TAVs
What gets monitored, gets done!

9. Moving to the Next Level
HSTW
Moving to the Next Level
Declarative Knowledge – Describe the strategy
Procedural Knowledge – They can use the strategy on demand
Most teachers are at this level and that is good!
Conditional Knowledge – Analyze a situation and select the appropriate strategy to meet student needs.
Most teachers need assistance to get to this level and the best assistance is from other teachers working with you!

10. HSTW
Working Together to Solve School Issues, Analyze Student and Teacher Work and for Professional Learning
Numerous protocols
Tuning Protocol
Five Why
Praise – Question – Polish
Consultancy
Final Word
Standards in Practice
Action Research

11. HSTW
Caveat for Protocols
This process, and all quality faculty discussions, require some training and a tremendous level of trust.
It requires teachers to look at their colleagues in a different light.
Trust-building activities
Disagreement is good
We can help each other

12. Collaboration Works…. But
HSTW
Collaboration Works…. But
Five Dysfunctions of a Team
Absence of trust – invulnerability, personally yes, professionally no
Fear of conflict – artificial harmony, unwillingness to disagree
Lack of commitment – ambiguity, no agreement on goals
Avoidance of accountability - low standards, holding each other accountable
Inattention to results – Yes, but attitude

13. Trust – Easier said then done!
HSTW
Trust – Easier said then done!
Can I question something you do professionally and it not become personal.
People who trust others are willing to ask for help!
Can I question items taking place that do not focus on the goals?

14. Building Trust One simple strategy to begin to break down walls.
HSTW
Building Trust
One simple strategy to begin to break down walls.
Compass Points

15. WHAT IS YOUR PERSONAL STYLE
HSTW
WHAT IS YOUR PERSONAL STYLE
COMPASS POINTS
To identify individual styles of working within a group
To identify the value of all styles when working toward a common team goal or product

16. WHAT IS YOUR PERSONAL STYLE?
HSTW
WHAT IS YOUR PERSONAL STYLE?
FOUR STYLES
NORTH
WEST EAST
SOUTH

17. NORTH ACTORS “Let’s do it” attitude
Like to act, try things, plunge in.
Need to get work done NOW! (Or as quickly as possible)
Product-driven

18. HSTW
SOUTH
CARING
Like to know that everyone’s feelings have been taken into consideration, that their voices have been heard, before acting
Need to have all members share their thoughts and be sure everyone is supported
Brings snacks

19. WEST DETAILERS Pay attention to the little things
HSTW
WEST
DETAILERS
Pay attention to the little things
Like to know the WHO, WHAT, WHEN, WHERE & WHY before acting
Need to get their questions answered before proceeding with the work
Always seeking clarification

20. HSTW
EAST
SPECULATING
Like to look at the big picture, the possibilities, before acting
Need to express their vision of the project
Always looking for another way
Big Idea People

21. Questions
What are the limitations of our style? (List four adjectives.)
What style do we find the most difficult to work with? Why?
What do others need to know about us that will make our work together more successful?

22. Tuning Protocol – Annenberg Institute for School Reform
Great first step
Very structured
Non-threatening

23. Requires participants to look at things differently
Tuning Protocol
Requires participants to look at things differently
KEY – Look at the work, not the teacher or the student

24. Presentation of the Work – 5 minutes
Assignment
Instruction Provided
Expectations
Other pertinent information
Possibly a problem (i.e. Literacy strategy that did not work)

25. Clarifying Questions – 3 minutes
Participants ask questions to elicit more information
Questions should be short
NO FEEDBACK ABOUT THE ASSIGNMENT

26. Reflection Time – 1 minute
Participants write down facts and prepare their feedback

27. Warm Feedback – 5 minutes
Participants share warm feedback ONLY
Presenter takes notes
Facilitator may focus discussion on the requests from the presenter
What are the strengths, best features of the work

28. Cool Feedback – 5 minutes
Present cool feedback only.
Use “I wonder…”
Use questions aimed at work.
What could be improved about the WORK – not the presenter?

29. Response
Presenter responds and discusses potential actions to take.

30. Consultancy Inside – Outside Circles Non-threatening
Can be done with a fairly large group
Discussions are not structured
Requires a strong facilitator to keep people on the topic
NOTE: CAN BE USED TO SOLVE SCHOOL ISSUES

31. Process
Teacher presents the assignment and samples of student work and discusses the instruction leading up and following the assignment
Inner Circle of 6-8
Inner circle discuss the assignment by offering suggestions, critiquing, giving positive feedback, etc.
Talk to each other, not the teacher
Outside Circle of all others takes notes of conversation – do not include names of who speaks

32. Five Whys – Peter Senge Simple Can get bogged down Addresses issues
Great in classrooms
Great with kids at home!
Can be used with spouse, but may lead to trouble!
Keep focus on what you can do!

33. Lets Practice WAD-UP Select a facilitator and a volunteer
Select an issue of concern – 3 minutes
Volunteer states the concern
Facilitator asks why is it a concern
Volunteer responds
Facilitator rephrases the response to ask why that is an issue
Continues for 5 why rounds

34. P – Q - P I wonder questions About the work – not the teacher
Less structured form of Tuning Protocol

35. One More for Departments
Standards in Practice
Best in departments at the high school level because participants solve the problem or the assignment
Ideal for analyzing student responses on state assessments
Can work with multiple choice

36. Standards in Practice Steps
Present the assignment or problem
Individual completes the assignment or problem
Individual analyzes the demands of the assignment with team discussion following.
Team identifies the standards the problem or assignment addresses.
Generate a rough rubric
Score the assignment using the rubric
Analyze the work by comparing the rubric to any provided, comparing scoring and determining how instruction should change.

37. Final Thoughts Remember the five dysfunctions
Teachers working together can completely change a culture of a school
Schools can get entire workshops around any of these protocols. However, a small group can make a big difference.

38. Never doubt that a small group of thoughtful, committed people can change the world, indeed, it is the only thing that ever has!